csp template and guidance

8/13/2019 Csp Template and Guidance

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Individual Record Keeping and Planning for Pupi ls Who Need Addit ional Support

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Section 1 1.0 Context 5

Introduction to personal planning 2.0 Introduction 63.0 A Person Centred Approach 7

4.0 Personal Learning Planning (PLP) 8

Section 2 1.0 Integrated Support Planning 11 - 12

Integrated support planning (ISP) 2.0 How to complete the ISP template 13

3.0 ISP template 14 - 18

Section 3 1.0 Requests for assessment 21

The duty to assess additional support needs 2.0 Administrative pathway and timeline 22

3.0 CSP Letter 1a 23

4.0 CSP Letter 2 and Form 24 -25

Section 4 1.0 Introduction 29

The Co-ordinated Support Plan (CSP) 2.0 CSP procedures 29 - 30

3.0 Criteria for a CSP 31

4.0 Establishing the CSP 32

5.0 Preparing the CSP 33 - 34

6.0 Administrative pathway & timeline 35

7.0 CSP Letter 1b 36

8.0 CSP Letter 2 & Form 37 - 38

9.0 CSP Letters 3a & 3b 39 - 40 10.0 How to complete the CSP template 41 - 42

11.0 CSP template 43 - 47

12.0 CSP Letters 4 & 5 49 - 50

13.0 Time limits 51

14.0 Time limit exceptions 51

15.0 Actions required when time limits cannot be met 52

Section 5 Mediation and Resolving Disputes 55

Mediation and Resolving Disputes

Section 6 1.0 Criteria for CSPs 59Co-ordinated Support Plans (CSP), 2.0 Purpose of ISPs 59

Integrated Support Plans (ISP) 3.0 Use of term significant 59

and related matters 4.0 When to use a CSP and when an ISP 60

5.0 Home and host authority 60

6.0 Questions arising from practice 61

Section 7 65 - 100

Arrangements for school leavers who have additional support needs

Section 8 103 - 145

Examples of Integrated Support Plans and Co-ordinated Support Plans

Contents page


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SECTION 1INTRODUCTION TO PERSONAL PLANNING


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1.0 Context

The evolution of our system for individual planning has taken account of a number of developments,

including the Education (Additional Support for Learning) (Scotland) Act 20041. Other developmentsinclude:

Personal learning planning provides a universal system for all pupils. Where a pupil has

additional support needs then his or her personal plan will include relevant personal aims and

targets as appropriate.

Coordinated Support Plans (CSPs) were introduced when the Additional Support for Learning

(Scotland) Act 2004 was implemented in November 2005. CSPs represent a means of formalising

an agreed involvement of services other than education in support of a pupil who has additional

support needs.

Person-centred planning is an approach, including a set of techniques, that locates power and

responsibility with pupil and parent for making personal plans, with support from services.

This approach has been progressively successfully developed in a large number of Fife schools

since 2001. It has positively transformed the process of review meetings and has set a new

standard for parental and pupil participation.

Integrated assessment and intervention are in development between childrens services in Fife.

This aims to introduce single shared assessment across agencies.

The specification for our system is as follows:

Complements personal learning planning

Reflects the principles and techniques of person-centred planning

Converts readily to a CSP in appropriate cases

Represents the school component in integrated interagency assessment

Is simple and workload friendly

These revisions build on existing polices and practices, and do not mark a significant change in approach.

It is a strength of Fife schools to work well with parents, pupils and a range of support agencies in planning

and review.

1Leaflet 2 in the Inclusion series.


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3.0 A person centred approach

Person centred planning is an approach to organising meetings to support effective communication and

social inclusion. It builds on existing best practice in parent and pupil involvement.

Core Features

Supporting pupils and their families starts with listening carefully to what is important to them

Those participants invited to the meeting are negotiated with the pupil and parents; this may

involve members of the wider family support network and a restricted number of professionals

who will work together in partnership

The active participation of relevant staff and, where appropriate, support services is encouragedand coordinated

Assessment information from pupils, parents, school staff and support services is integrated

Professionals help support the agreed action plan

A key person is empowered to co-ordinate school support

Everyone at the meeting has a chance to come up with ideas and suggestions

Action planning is recorded openly and the plan made accessible to all participants

- where appropriate using graphics and pictures as well as words

Agreed actions in successful plans are followed up by a committed support team

Pupils and parents are central in deciding with whom the plan is shared

The Education Service offers ongoing training and buddy support for staff who have responsibility for review

meetings in schools.


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4.0 Personal Learning Planning (PLP)

All pupils in schools - nursery, primary, secondary and special will be involved in a personal learning

planning process to record achievements and identify next steps in learning. This emphasises theimportance of involving pupils in setting personal goals in a way that will motivate their engagement in the

learning process.

Personal Learning Planning similarly aims to involve parents in a central role and encourages good

communication between home and school.

Personal Learning Planning involves a continuous gathering of information to inform learning and address

barriers. Through a cycle of planning, teaching and assessment, teachers will be able to identify any

difficulties and needs that a pupil may have and adapt teaching to support progress.

Target setting will be integral to PLP for all pupils. IEP targets can be set, as SMART targets, by pupil and

teacher within the PLP. These targets will be individual according to the pupils needs.

Specific guidance on a Fife approach to personal learning planning is available in circular 141/06/AF/AM

dated 14 November 2006.


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SECTION 2INTEGRATED SUPPORT PLANNING (ISP)


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1.0 Integrated Support Planning (ISP)

Where a pupil needs additional support, and requires an additional level of planning, beyond the targets that

can be set within a PLP, an ISP may be introduced. An ISP will co-ordinate planning with other agencies andacross different support provisions within education. The Family Support Plan may be used as an alternative

to an ISP for those children in nursery or early primary. This would be developed into an ISP at a later date.

All children and young people who are looked after will require an ISP. This plan will become the

educational component of any shared information and assessment with our partner agencies. Some looked

after children will only require their ISP to be reviewed annually whilst others will require more regular

review.

The use of the integrated support planning process will form the educational componenet of any interagency

planning and assessment eg when there are identified care and welfare or child protection issues.

It may contain confidential information that would not be appropriate for the PLP. The ISP should be

used as the basis for an application to Primary Behaviour Support, 2nd and 3rd Tier Secondary Behaviour

Support, ARMG.

This plan has been designed to:

complement personal learning planning

reflect the principles and tools of person centred planning

convert readily to a formal Co-ordinated Support Plan (CSP), in appropriate cases

represent the educational component in integrated interagency assessment

be user and workload friendly

Responsibility for identifying a concern about a particular pupil and for deciding to introduce an Integrated

Support Plan (ISP) lies with the class teacher(s)/pupil support teacher and school management in

consultation with pupil and parent(s). The decision may be reached without formality after appropriate

consultation (e.g., during parents evening).

Some pupils may require this level of integrated planning for a short period of time but a small number will

require additional support and planning throughout their schooling to make good progress. The frequency

of planning meetings will be at least annual and will be agreed by the participants and co-ordinated by a

key person in school who has been identified for the pupil.

The ISP incorporates:

biographical details of the pupil and information about those involved in the planning

assessment profile - using information from previous education planning

eg PLPs or Person Centred Planning, or from other agencies eg LAC review

educational objectives - school and shared


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outline of factors giving rise to additional support needs

outline of support required and the persons providing it

parental and pupil views consent to share information with other agencies

Parental and pupil feedback will be gathered as part of the individual planning process. On a regular basis

feedback on the planning process should also be discussed at the SLG. This process will ensure continued

good practice and identify areas for development. The ASN Registry will, twice a year, ask for a collation of

this feedback.

Planning at all stages is a dynamic process building on previous teaching, learning and assessment.

Previous plans and targets should be reviewed and inform future planning.

The Integrated Support Plan has a similar format, and shared fields with the Co-ordinated Support Plan

(CSP) to speed and simplify movement between these two plans.

A template for the Integrated Support Plan and guidelines on how to complete the template are attached

to this section.


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2.0 How to complete the Integrated Support Plan (ISP) template

This template reflects the main fields in the statutory format for the Co-ordinated Support Plan (CSP).

Schools will find the template helpful if information requires to be transferred from an ISP to a CSP.

How to complete the template electronically:

The template has been prepared to include a series of fields that should be completed (if they apply).

These fields have a dark grey appearance. Users can navigate the fields by pressing the F11 button on their

keyboard. To insert information, click on the grey field and begin typing.

The grey fields are unlimited in size so will contain as much information as you need to provide. This also

means that the page size is not controlled. You may wish to insert or delete page breaks to prevent

information being split across pages.

To insert a page break:1. Click where you want to start a new page.

2. On the Insertmenu, click Break.3. Click Page break.

To delete a page break:1. Select the page break (double click anywhere on it in print layout*)

2. Press DELETE

* you may find it useful to use print layout to check how the document will print.

Click on the Viewmenu, click print layout. You can see page breaks and other

formatting by clicking on the show/hide button on the standard toolbar.

How to complete the template in handwriting:

Before printing the template for completion in handwriting you will need to ensure that the boxes are of

adequate size to contain all the information you need to record. To do this, click on the particular grey fieldin the box and press the return or enter key.


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For reference only - available electronically


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SECTION 3THE DUTY TO ASSESS ADDITIONAL SUPPORT NEEDS


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1.0 Requests for assessment of Additional Support Needs

Responsibility for identifying a concern about a particular pupil lies with the class teacher(s)/pupil support

teacher and school management in consultation with pupil and parent(s). A pupils additional support needswould, in the majority of cases, be identified through the schools regular planning and review process.

Schools are however required, on request of parents/carers, to assess whether a pupil has additional

support needs, unless the request is unreasonable.

The procedures to be used by schools in assessing a pupils additional support needs, in these

circumstances, reflect the requirements of the Education (Additional Support for Learning) (Scotland) Act

2004, and the accompanying Code of Practice Supporting Childrens Learning.

An administrative pathway and time line that indicate the specific time limits for assessment and theCo-ordinated Support Plan as set out in the Code of Practice are attached. It is essential that schools,

and support agencies, work within the time limits.

Where there is a request, in writing or following a meeting to assess whether a pupil has additional

support needs the school must acknowledge the request through CSP Letter 1a- which should be

copied, for information, to the Additional Support Needs Register).

The headteacher (or depute headteacher) will normally be the Contact Person for parents.

If parents make a request, in writing or at a meeting, for their child to be assessed to establish if they have

additional support needs, relevant advice and information should be sought, and taken into account, from:

educational psychology service

appropriate agencies eg health services,

other sources within the authority eg social work

any information supplied on behalf of the child or young person eg a privately commissioned report

the views of the child and their parents3or the young person.

Schools must consult relevant other agencies through CSP Letter 2 and Formand have atimeframe of 10 weeks for the assessment to be completed.

The outcome of these assessments should be shared with the parents, within the 10 week timeframe

established in the code of practice, and agreement reached on the appropriate level of planning and support

required for the pupils identified additional support needs.

3The term parent(s) is used to indicate parent, guardian or any person having legal responsibilities.


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2.0 Assessment of Additional Support Needs

and the Co-ordinated Support Plan Administrative Pathway and Timeline

Request from parents for assessment to establish

whether a pupil has additional support needs*

Planning meeting agrees that consideration shouldbe given to whether a CSP should be established*

(see Section 4 for specific guidance)

WEEK 1

The Assessment/CSP Contact Person will be the headteacher or depute head with responsibility for

additional support needs

The headteacher nominates the Assessment/CSP Co-ordinator (usually an existing keyworker)

The headteacher/depute confirms, in writing, to parents/young person the intention to establish if the pupil hasadditional support needs (CSP Letter 1a)

and/or if a CSP is required (CSP Letter 1b) (copied to the Additional Support Needs Register)

The Assessment/CSP Co-ordinator contacts any outside agencies whom it is agreed may need to provide

more information or additional assessment. CSP Letter 2 & Form

by WEEK 4

The headteacher/depute convenes a multi-agency process to decide whether to establish a CSP and sends

confirmation to parent/young person that a CSP is to be established ( letter 3a) or not (letter 3b)

Letter 3a will indicate a timeline for the rest of the process.

Both 3a and 3b will note the rights of parents and young people

WEEKS 1 - 10

If it has been required, other agencies compile assessment evidence and forward to the Assessment/CSP

Co-ordinator.

Assessment/CSP Co-ordinator: compiles school based evidence, meets with parents, child or young person

and co-ordinates planning amongst all concerned. This may already have been compiled within the ISP.

WEEKS 11 - 14

CSP Co-ordinator drafts CSP (using the template provided in Appendix 2) and copies to parents, young

person, educational psychologist and other agencies involved. CSP Letter 4

WEEKS 14 - 16

CSP contact person signs the document and sends copies to all concerned, with a copy to the education

officer and the Additional Support Needs Register. CSP Letter 5

* In the event of difficulties in agreeing whether a CSP is appropriate or with other aspects of the process,

the EO should be consulted


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3.0 CSP Letter 1a

Name of Parent / Carer / Guardian CSP 1a

Address Date

Dear (Name of Parent / Carer / Guardian),

Name of Pupil Date of Birth

School

Following your recent request on (Date) I can confirm our intention to assess if (Name of Pupil) has

additional support needs.

The Education (Additional Support for Learning)(Scotland) Act 2004 requires that children and young people

with additional support needs should have these needs considered in detail and, if necessary, written into a

planning document.

In order to establish what level of planning and intervention may be required we will seek the views of

relevant agencies. These were (List of agencies). If there are any other services/ agencies you wish to help

in the assessment please let me know.

I will write to you again within the next 10 weeks to inform you of the outcome of the assessment and to

arrange to discuss the way forward.

If I can be of any help in the meantime please do not hesitate to contact me at the address/phone number

above/at the foot of the page.

Yours sincerely

Headteacher / Depute Headteacher.


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4.0 CSP Letter 2 & Form

Partner Agency Contact CSP 2

Address Date

Dear (Name of Contact),


School

It has been agreed to establish whether (Name of pupil) has additional support needs and/or requires

a CSP.

The Education (Additional Support for Learning)(Scotland) Act 2004 places on the Education Service a

duty to seek, and take account of, the views of our partner agencies. We would request that you inform us

of your views, based on recent assessment, in relation to the additional support needs of this pupil and the

provision to which your service would envisage contributing. I attach a form for this purpose.

As you will be aware we hope to carry out the process of establishing whether (Name of Pupil) has

additional support needs and/or requires a CSP in as short a time as possible. This will build on previous

planning and assessments.

I would therefore ask you to forward this information as soon as possible but certainly no later than

(Date no later than 10 weeks later). This will allow us to comply with the timelines specified in the Act.

Please contact me if you have any concerns.

Yours sincerely

CSP Co-ordinator


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Assessment of Additional Support Needs

Co-ordinated Support Plan

Request for Information

Name of Pupil D.o B.

School

Home address

Please outline the additional support needs of this pupil, including assessments undertaken,

in relation to your service.

Please outline the provision that would be put in place to support this pupil. If possible please include

details of the practitioner who would be involved

Name:

Signature:

Date:


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SECTION 4THE CO-ORDINATED SUPPORT PLAN (CSP)


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1.0 Introduction

Context

The procedures to be used by schools in establishing a Co-ordinated Support Plan (CSP) reflect the

requirements of the Education (Additional Support for Learning) (Scotland) Act 2004, and the

accompanying Code of Practice Supporting Childrens Learning. A template for the Co-ordinated Support

Plan and an administrative pathway and time line that indicate the specific time limits set out in the Code

of Practice are attached. It is essential that schools, and support agencies, work within the time limits.

A single modular system

A child or young person who needs additional support may have personal targets embedded in their

personal learning planning. Other pupils who require more shared and co-ordinated planning will have anIntegrated Support Plan (ISP) (in the case of pre-school pupils, a Family Support Plan). The Co-ordinated

Support Plan (CSP) represents the most formal type of individual planning, reserved for the small

percentage of pupils who require such formality.

The process of developing an ISP will have included consultation and assessment involving the school,

child/young person4and their parents as well as any other agencies involved in supporting the pupil.

The format of the ISP closely reflects that of the Co-ordinated Support Plan (CSP).

4A young person is a person over school age, generally over 16,

who is not yet 18 years old and is receiving school education.

2.0 CSP Procedures

Responding to requests for a CSP

Schools are required, on request of parents/carers, to establish whether a pupil has additional support

needs or requires a CSP unless the request is unreasonable.

Where there is a request, in writing or following a meeting to establish whether a pupil requires a

CSP, the school must acknowledge the request through CSP Letter 1b - which should be copied,

for information, to the Additional Support Needs Register. The headteacher (or depute headteacher)

will normally be the CSP Contact Person for parents.

Deciding to establish a CSP

Where it is considered that the criteria may be met, a multi-agency review meeting should be held involving

parents and the child/young person. This meeting may then decide that a Co-ordinated Support Plan (CSP)

should be established. Where the pupil already has an ISP or has been assessed at parental request as in

Section 3, then the assessment and planning that has already taken place will provide the basis for the CSP.

In such circumstances the timelines for the CSP as outlined in the Code of Practice will be foreshortened.


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When considering whether to establish a CSP, relevant advice and information should be sought and taken

into account from:

educational psychology service

appropriate agencies eg health services

other sources within the authority eg social work

any information supplied on behalf of the child or young person eg a privately commissioned report

the views of the child and their parents5or the young person.

Schools must consult relevant other agencies through CSP Letter 2 and Form and have a timeframe

of 10 weeks for the assessment to be completed

Where there are difficulties in the process, in agreeing if a CSP is appropriate or in relation to the content

of a CSP, the education officer for the school should be briefed by the school and/or the educational

psychologist.

Once it has been agreed whether or not a CSP is to be established, CSP Letter 3a or 3b must be

sent. This should be done within 4 weeks of the initial request. A copy should be sent to the local

education officer and the Additional Support Needs Register.

The formal process for mediation and dispute resolution, where efforts at local level have not

achieved agreement, is contained in Section 5

Procedures in relation to Fife pupils who are educated outwith Fife

All young people educated in a school outwith Fife will require quality planning.

A proportion of these pupils may require a Co-ordinated Support Plan and the following will be relevant.

When a young person already has a CSP established:

The young person will have a Social Work Reviewing Officer who will:

take on the CSP Co-ordinator role (See Para. 5.0 of this guidance)

co-ordinate the monitoring and reviewing of the plan.

The area education officer will act as the CSP Contact Person and will therefore sign the annual review of

the CSP.

The education psychologist will attend meetings and will be available for advice throughout the process.

5The term parent(s) is used to indicate parent, guardian or any person having legal responsibilities.


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When a young person requires a CSP to be established:

Where a young person is currently being educated outwith Fife and has another planning mechanism,

and a decision to establish a CSP is made, the following will be relevant.

The area education officer, in liaison with the educational psychologist, will co-ordinate the process of

gathering the assessment and the writing of the plan. Once the CSP is finalised the Social Work Reviewing

Officer will take on the role of the co-ordinator (as above).

The area education officer will act as the CSP Contact Person and will therefore sign the finalised CSP.

The educational psychologist will be available to advise the parents and others during this process.

3.0 Criteria for a CSP

In order to establish a CSP the following criteria need to be met:

(a) the local authority is responsible for the school education of the child or young person

(b) the child or young person has additional support needs arising from:

one or more complex factors

multiple factors

(c) those needs are likely to continue for more than one year

(d) those needs require significant additional support to be provided by the local authority in the

exercise of any of their functions as well as in the exercise of their functions relating to

education, or by one or more appropriate agencies (within the meaning of section 23(2))

as well as by the local authority themselves

Complex factoris likely to have significant adverse effect on the school education of the child or youngperson.

Multiple factors- taken together - are likely to have significant adverse effect on the school education

of the child or young person. The Act does not define significant adverse effect.

Significant additional supportstands out from the continuum of possible additional support that is

available within the pupils school. An example might be a child who has motor co-ordination difficulties

and a speech and language impairment which requires regular input in school from the physiotherapist

twice a week and support from the speech and language therapist twice a week. Professional judgement

will be required.


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4.0 Establishing the CSP

Contents of a CSP

Co-ordinated Support Plans must contain (as do ISPs):

the schools conclusions as to the factor or factors from which the additional support needs of the

child or young person arises

the educational objectives sought to be achieved taking account of those factors

the additional support required to achieve these objectives; and

details of those who will provide this support

a profile - a holistic pen picture of children or young people focusing on positive aspects of

children or young people, skills and capabilities, curriculum followed, school attended, other

planning in place, favourite activities, learning style

parents and children or young peoples comments on the process and the plan

a review timetable.

Plans must also contain:

biographical and contact details of children and young people

specific contact details for their parents or those adults who have, or share, responsibility for the

care of the child or young person

the name of the school to be attended

the details of the person who will co-ordinate the CSP, and

the details of a contact person within the local authority from whom parents or young people can

obtain advice and further information*

* The CSP contact person will normally be the headteacher or depute headteacher. The DHT or HT is

signing on behalf of all those involved. Their signature is required in the final section on the last page.

Their contact details will appear in both the sections titled Education Authority Contact Points and

Parental Advice and Information.


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Targets for co-ordinated interagency support

Plans should be clear and succinct. The CSP should refer only to the targets shared by the involved

agencies. Short-term curricular targets should continue to be contained in personal learning planning.

The CSP does not contain the separate multi-agency assessment reports and information used to reach

conclusions and to plan. This information should be kept elsewhere as it could contain sensitive or

confidential aspects. The sharing of it should be sensitive to the family.

5.0 Preparing the CSP

The school should, on behalf of the education authority, prepare a draft CSP in the context of a multi-agency

planning and review process involving parents and pupil. The draft should be issued to relevant participants

for comment. A word template that includes all relevant fields for the CSP is attached.

Where a pupil already has an Integrated Support Plan the information in the ISP may be copied and pasted

to the corresponding fields in the CSP.

CSP letter 4, with a copy of the draft plan, must be sent to the parents and/or young person and the

relevant sections to the agencies involved in enough time to allow for revision.

The school, through the CSP Co-ordinator, should take account of suggested amendments to the draft and

prepare a final version of the CSP.

A final copy of the CSP must be sent to the parents and/or young person with CSP Letter 5.

This process must be completed within 16 weeks of an initial request or decision to begin the

procedure. CSP Letter 5 and the CSP should be copied to the Additional Support Needs Register

and the local education officer.

Role of the CSP Co-ordinator

The CSP Co-ordinators responsibilities mirror those of the ISP keyworker. It is likely that, in most cases,

the keyworker will become the Co-ordinator. The Co-ordinator is responsible for monitoring that theservices required to deliver the additional support are in place, that all involved, including parents and

young people, know what is required of them.

The Co-ordinator should:

maintain contact with the child or young person and their family

be familiar with the child or young persons school

have working knowledge of relevant services, policies and practices

have experience of working with children/young people with additional support needs

have experience of compiling and implementing educational support plans

be able to work with other agencies


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Reviewing the CSP

The school must link with the pupil, parents and relevant agencies to: keep under consideration the adequacy of the CSP

formally review the CSP at least every 12 months - making amendments as necessary.

Following a review the updated CSP should be forwarded to the Additional Support Needs Register and

copied to the local Education Officer.


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6.0 Assessment of Additional Support Needs

and the Co-ordinated Support Plan Administrative Pathway and Timeline

Request from parents for assessment to establishwhether a pupil has additional support needs*

(see Section 2 for specific guidance)

Planning meeting agrees that consideration shouldbe given to whether a CSP should be established*

WEEK 1

The Assessment/CSP Contact Person will be the headteacher or depute head with responsibility for

additional support needs

The headteacher nominates the Assessment/CSP Co-ordinator (usually an existing keyworker)

The headteacher/depute confirms, in writing, to parents/young person the intention to establish if the pupil hasadditional support needs (CSP Letter 1a)

and/or if a CSP is required (CSP Letter 1b) (copied to the Additional Support Needs Register)

The Assessment/CSP Co-ordinator contacts any outside agencies whom it is agreed may need to provide

more information or additional assessment. CSP Letter 2 & Form

by WEEK 4

The headteacher/depute convenes a multi-agency process to decide whether to establish a CSP and sends

confirmation to parent/young person that a CSP is to be established ( letter 3a) or not (letter 3b)

Letter 3a will indicate a timeline for the rest of the process.

Both 3a and 3b will note the rights of parents and young people

WEEKS 1 - 10

If it has been required, other agencies compile assessment evidence and forward to the Assessment/CSP

Co-ordinator.

Assessment/CSP Co-ordinator: compiles school based evidence, meets with parents, child or young person

and co-ordinates planning amongst all concerned. This may already have been compiled within the ISP.

WEEKS 11 - 14

CSP Co-ordinator drafts CSP (using the template provided in Appendix 2) and copies to parents, young

person, educational psychologist and other agencies involved. CSP Letter 4

WEEKS 14 - 16

CSP contact person signs, on behalf of all involved, the document and sends copies to all concerned, with a

copy to the education officer and the Additional Support Needs Register.

(Please note there is no requirement for a parental signature on a CSP), CSP Letter 5

* In the event of difficulties in agreeing whether a CSP is appropriate or with other aspects of the process,the EO should be consulted


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7.0 CSP Letter 1b

Name of Parent / Carer / Guardian CSP 1b

Address Date

Dear [Name of Parent / Carer / Guardian],


School

Following our recent consultation/meeting on [Date] I can confirm our intention to establish whether a

Co-ordinated Support Plan (CSP) is required for [Name of Pupil].

The Education (Additional Support for Learning)(Scotland) Act 2004 requires that children and young people

with additional support needs should have these needs considered in detail and, if necessary, written into a

planning document.

In order to establish whether the CSP is required we will seek the views of relevant agencies. These were

[List of agencies]. If there are any other services/ agencies you wish to help in the assessment and

preparation for this plan please let me know.

I will write to you again within the next 4 weeks to inform you whether or not we propose to establish a CSP.

If I can be of any help in the meantime please do not hesitate to contact me at the address/phone number

above/at the foot of the page.

Yours sincerely

Headteacher / Depute Headteacher.

This letter should be copied to the Additional Support Needs Register.


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8.0 CSP Letter 2 & Form

Partner Agency Contact CSP 2

Address Date

Dear [Name of Contact],


School

It has been agreed to establish whether [Name of pupil] has additional support needs and/or requires

a CSP.

The Education (Additional Support for Learning)(Scotland) Act 2004 places on the Education Service a

duty to seek, and take account of, the views of our partner agencies. We would request that you inform us

of your views, based on recent assessment, in relation to the additional support needs of this pupil and the

provision to which your service would envisage contributing. I attach a form for this purpose.

As you will be aware we hope to carry out the process of establishing whether [Name of Pupil] has

additional support needs and/or requires a CSP in as short a time as possible. This will build on previous

planning and assessments.

I would therefore ask you to forward this information as soon as possible but certainly no later than

[Date no later than 10 weeks later]. This will allow us to comply with the timelines specified in the Act.

Please contact me if you have any concerns.

Yours sincerely

CSP Co-ordinator


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Assessment of Additional Support Needs

Co-ordinated Support Plan

Request for Information

Name of Pupil D.o B.

School

Home address

Please outline the additional support needs of this pupil, including assessments undertaken,

in relation to your service.

Please outline the provision that would be put in place to support this pupil. If possible please include

details of the practitioner who would be involved

Name:

Signature:

Date:


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9.0 CSP Letter 3a

Name of Parent / Carer / Guardian CSP 3a

Address Date



School

I am writing to advise you that we propose to establish a Co-ordinated Support Plan for [Name of Pupil].

This letter is to inform you about how we will compile the plan and of the timescales involved. The letter also

informs you of your rights in relation to the Education (Additional Support for Learning)(Scotland) Act 2004.

We have contacted relevant agencies for their views and assessments. We will draft a plan based on

your views, the contributions from relevant agencies and the information from previous discussions and

assessments during the next few weeks. We will send you this draft plan as soon as possible and arrange

to discuss this with you. We will contact you with a date for this meeting in the near future.

We will do all that we can to agree, with you, the way forward for {Name of Pupil]. If you have any concerns

with the process or the progress of drawing up the CSP please contact the school.

We will seek to resolve any disagreements. Where this has not been possible then an education officer or

educational psychologist may be able to help.

The Education (Additional Support for Learning) (Scotland) Act 2004 gives you the right to mediation

services where disagreement cannot be resolved between parents and education service staff.

If you remain unhappy in relation to matters relating to the preparation of the CSP you may refer to the

Additional Support Needs Tribunal. Please let me know if you would like more information about either

mediation services or the Additional Support Needs Tribunal.

Yours sincerely,

Headteacher / Depute Headteacher


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CSP Letter 3b

Name of Parent / Carer / Guardian CSP 3b

Address

Date



School

I am writing to advise you that we do not propose to establish a Co-ordinated Support Plan for [Name ofPupil].

The letter informs you of your rights in relation to the Education (Additional Support for Learning)(Scotland)

Act 2004.

We have consulted relevant agencies for their views and assessments. We have considered your views as

well as information from our previous discussions and from our assessments. If you would like to discuss

this decision please feel free to contact me.

We will do all that we can to agree, with you, the way forward for {Name of Pupil]. We will seek to resolve

any disagreements. Where this has not been possible then an education officer or educational psychologist

may be able to help.



If you remain unhappy in relation to matters relating to the CSP you may refer to the Additional Support

Needs Tribunal. Please let me know if you would like more information about either mediation services

or the Additional Support Needs Tribunal.

Yours sincerely,

Headteacher / Depute Headteacher


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10.0 How to complete the co-ordinated support plan template

The template has been prepared in accordance with the statutory format as prescribed by The Additional

Support for Learning (Co-ordinated Support Plan) (Scotland) (Amendment) Regulations 2005.Therefore, the format of the template should not be amended.

1. How to complete the template electronically:

The template has been prepared to include a series of fields which should be completed (if they apply).

These fields have a dark grey appearance.

Users can navigate the fields by pressing the F11 button on their keyboard.

To insert information click on the grey field and begin typing (if there is an existing Fife ISP for the child or

young person, information may be copied and pasted into the corresponding field in the CSP template).

Guidance on the type of information which should be provided at each field is available in the Procedures

for Establishing a Co-ordinated Support Plan which accompanies this document.

The grey fields are unlimited in size so will contain as much information as you need to provide. This also

means that the page size is not controlled. You may wish to insert or delete page breaks to prevent

information being split across pages.

To insert a page break:

4. Click where you want to start a new page.

5. On the Insertmenu, click Break.

6. Click Page break.

To delete a page break:

3. Select the page break (double click anywhere on it in print layout*)

4. Press DELETE.

*you may find it useful to use print layout to check how the document will print. Click on the View menu,

click print layout. You can see page breaks and other formatting by clicking on the show/hide button on

the standard toolbar.


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2. How to complete the template in handwriting:

Before printing the template for completion in handwriting you will need to ensure that the boxes are of

adequate size to contain all the information you need to record. To do this, click on the particular grey field

in the box and press the return or enter key.


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12.0 CSP Letter 4

Name of Parent / Carer / Guardian CSP 4

Address

Date



Please find enclosed a draft copy of the Co-ordinated Support Plan for [Name of Pupil]. This plan has been

prepared by the school on behalf of the education authority. I have also copied this to [List of those involvedin compilation].

I would like to invite you to a meeting to discuss and finalise this plan on [Date] at [Time] here at school.

If you wish to contact me before that please do not hesitate to do so.

Yours sincerely

CSP Co-ordinator


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CSP Letter 5

Name of Parent / Carer / Guardian CSP 5

Address Date



School

Please find enclosed the finalised copy of the Co-ordinated Support Plan (CSP) for [Name of Pupil].

I have sent copies to [List of contributors to the plan].

We will review this plan at least annually but if you wish an earlier review please contact us. If at any time

you have any concerns please feel free to contact us at the school.

If at any point you are unhappy with issues relating to the CSP please contact the school and we will do all

that we can to agree, with you, the way forward.

We will seek to resolve any disagreements. Where this has not been possible then an education officer

or educational psychologist may be able to help.



If you remain unhappy in relation to any matters relating to the CSP you may refer to the Additional Support

Needs Tribunal. Please let me know if you would like more information about either mediation services or

the Additional Support Needs Tribunal.

Yours sincerely,

CSP Co-ordinator

This letter should be copied to the Additional Support Needs Register.


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Co-ordinated Support Plans Timings and Counted Days

13.0 Time limits

As you will be aware from Supporting childrens learning - code of practice there are specific timescales

relating to the assessment of additional support needs and to the establishment of co-ordinated support

plans (CSP). These are:

Where a request is made to assess whether a child/young person has additional support needs

this should be completed in 10 weeks

Where a request is made to establish a CSP a decision as to whether a CSP will be established

should be communicated in writing within 4 weeks.

There is a sixteen week timescale to complete the CSP.

This is measured from the time of the first request to establish whether a CSP is required.

In exceptional circumstances the school can write to the family to ask for an extension of up to

a total of 24 weeks (from the first request).The reasons for this request would need to be clearly

stated.

In relation to the annual review (see 15.0 overleaf).

14.0 Time limit exceptions

There are a number of time limit exceptions in relation to CSPs and their preparation. (These were outlined

in subsequent legislation - Scottish Statutory Instrument 2005 No 518 The Additional Support for Learning

(Co-ordinated Support Plan) (Scotland) Amendment Regulations 2005). The education authority need not

comply with the time limit if it is impractical to do so because:

the request to establish a CSP was made only one week prior to a holiday of longer than 4 weeks;

the childs parent or the young person indicate that they wish to provide advice or information to

the education authority/school after the expiry of the time limit and the education authority/school

has agreed to consider this advice before establishing whether it would be required or is stillrequired;

the childs parent or the young person has made an assessment request and the process of

assessment or examination cannot take place or the results are not available before the expiry

of the time limit;

the education authority/school has sought advice or information from an appropriate agency or

person and they have not provided the advice or information before the expiry of the time limit;

the education authority/school has requested help from an appropriate agency and this agencyhas not responded before the expiry of the period of the time limit;


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exceptional personal circumstances affect the child or the childs parent or the young person

during the period of the time limit;

the child or the childs parent or the young person is absent from the area of the education authority for a continuous period of not less than four weeks during the period of the time limit;

the child or the young person fails to keep an appointment for an assessment or examination

during the period of the time limit; or

in exceptional circumstances; after receiving advice or information or views from an

appropriate agency or child or the childs parent or the young person or a response from an

appropriate agency it is necessary for the education authority to seek further advice or information

or views and these cannot be obtained before the expiry of the time limit.

15.0 Actions required when time limits cannot be met

Where the educational authority/school becomes aware that a time limit cannot be complied with they must:

establish a date by which a copy of the plan or decision that a plan is not required must be given

to the appropriate people;

inform those involved, in writing, of the reason why the time limit cannot be complied with and the

new date for completion or decision.

The new date established in these circumstances must not exceed the time limit by longer than is

reasonably necessary and by not more than:

24 weeks starting on the date when information of the initial proposal was sent;

20 weeks starting from the expiry date of the previous co-ordinated support plan

20 weeks from the time a request is made to review the CSP when this request is made earlier

than the annual review date. This may be due, for example, to a change in circumstances.

It has been clarified that the weeks of the Christmas, Easter and October holidays areincluded in thetimescales. However when there is a holiday of longer than four weeks (summer) the appropriate timescale

would become 24 weeks, rather than the normal 16, from the time of the initial request to completion.


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SECTION 5MEDIATION AND RESOLVING DISPUTES


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MEDIATION AND RESOLVING DISPUTES

The Education (Additional Support for Learning) (Scotland) Act 2004 outlines the rights and responsibilities

of young people and their parents, the importance of partnership working and the requirement for schools toensure that pupils and parents are at the centre of the planning process. This is mirrored in the emphasis on

person centred approaches in this standard circular for Individual Record-Keeping and Planning in schools.

The Education (Additional Support for Learning) (Scotland) Act 2004 states that: It is expected that most

disagreements will be resolved at school and education authority level with only a small number going to

formal review procedures. This reflects existing good practice in Fife, where it is a strength of schools to

work in partnership with parents and to resolve any miscommunication or difficulties in the least intrusive

way.

It is recognised, that there are times when parents disagree with the decisions made in school and can bedissatisfied. The effective management of these situations is essential.

Dealing with an issue/difficulty at class level may be supported by the principal teacher

Many situations may be managed effectively by the headteacher or another member of the

management team. In some cases the educational psychologist may take a role in supporting the

school and the parents reach a consensus

In a few cases where the school has not been able to resolve the difficulties it will be appropriate

to involve the area education officer. The involvement of the education officer and/or the

educational psychologist will normally ensure an agreement is reached

In a very few cases it may become necessary to involve an education officer from another area.

Education senior management should be informed of progress in any case that is referred to an education

officer.

In addition, the Education (Additional Support for Learning) (Scotland) Act 2004 introduces three formal

routes that parents of children with additional support needs may use to resolve a disagreement with the

Education Authority. These are mediation, independent adjudication and the use of Additional Support

Needs tribunals6

.

The details of these processes are contained in Supporting Childrens Learning - Code of Practice.

If a parent/carer of a child or young person with additional support requests one of these processes,

the Education Authority has a duty under the act to provide these.The first point of contact in each of

these situations would be the Education Support Officer who can be contacted at Rothesay House on:

08451 555 555 Ext 444224.

When the education service become involved in an ASN tribunal the area Education Officer will lead

the case and liaise with those involved to complete the necessary paperwork and to present the case.

The Education Support Officer will support the Education Officer in this process.

6Leaflet 5 in the inclusion series.


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SECTION 6CO-ORDINATED SUPPORT PLANS (CSP),

INTEGRATED SUPPORT PLANS (ISP)

AND RELATED MATTERS


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CO-ORDINATED SUPPORT PLANS (CSP), INTEGRATED SUPPORT PLANS (ISP)

AND RELATED MATTERS

1.0 Criteria for CSPs

A CSP must be established when the following four criteria are met:

1. an education authority are responsible for the school education of the child or young person,

2. the child or young person has additional support needs arising from:

(i) one or more complex factors, or

(ii) multiple factors,

3. those needs are likely to continue for more than a year, and

4. those needs require significant additional support to be provided by one or more appropriate

agencies in addition to the education service.

The CSP will contain the assessment and planning relating to the work that will be carried out by the

different agencies, including the education service, to address the specific educational objectives. This work

will require co-ordination although different parties may undertake work in relation to any shared objective.

2.0 Purpose of ISPs

An ISP is similar in format and process to the CSP without the requirement to meet specific timescales or

use standard letters.

The ISP will contain the assessment and planning done by partners within the education service to meet the

SMART objectives contained within. These partners may include different staff within the school (LSS, BSS,

DHT) or between settings (mainstream and off-campus, mainstream and special schools or school staff and

staff from other support services eg ASIST, ICT assessment team, English as an additional language).

Where a child/young person has not met the criteria for a CSP, for example where it is perceived the needs

are not likely to continue for more than a year, the work of our partner agencies would be contained in the

ISP.

The clear intention of this planning mechanism is to ensure that all parties are aware of the work being

done to support the child/young person and therefore plan together to ensure support tasks integrate with

each other.

3.0 Use of the term significant

There are clearly times when the decision to establish a CSP will be straightforward given the level of

intervention by other agencies and the long term nature of the child/young persons needs.


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6.0 Questions arising from practice

Q. What date do we use on the back of the CSP / ISP?

A. The date the plan is finalised. This will normally be at a meeting with the family.

Q. Who should sign the CSP?

A. The CSP contact person should sign the CSP. This will normally be a headteacher or depute

head with responsibility for additional support. The keyworker/co-ordinator will work closely with

the family and other professionals to draft the plan. At the point of it being finalised the HT/DHT

should sign the CSP. He/she is then responsible for ensuring that this plan is monitored,

evaluated and reviewed over time.

Q. Why is there nowhere for parents to sign the CSP?

A. The document was designed nationally and does not include space for parental signature.

There is an explicit assumption that the plan has been drafted with parents and an implicit

assumption that at point of finalisation and signature parents have approved the content.


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SECTION 7ARRANGEMENTS FOR SCHOOL LEAVERS

WHO HAVE ADDITIONAL SUPPORT NEEDS


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1 Introduction 1.1 Scope of this guidance

1.2 Interagency co-operation1.3 Education authority and school duties

2 Good practice in preparation for school leaving 2.1 School - level co-ordination

2.2 Cycle of planning2.3 Early information

2.4 Open meetings 2.5 Leaflets for parents and pupils

3 Transition/moving on planning assesment 3.1 Purpose of the transition/moving on

planning assessment3.2 Organising the transition/moving on

planning assessment 3.3 Joint Education/Social Work transition form

3.4 Liaison with Adult Services (Social Work) 3.5 Convening the meeting

3.6 Pupil participation 3.7 Reports for the meeting

3.8 A basis for a meeting agenda 3.9 Recommendations from the meeting

3.10 Where parents could not attend 3.11 Where consensus is not confirmed

4 Review meetings 4.1 Time of review meetings 4.2 The purpose of the meeting

Appendix A Legislation and associated circulars of guidance

Appendix B List of key agencies

Appendix C Information for parents/pupils:

(1) Post school transition leaflet for parents

(attached as PDF)

(2) Moving on leaflet for pupils

Appendix D Standard basis for letters to notify parents of

transition planning/future needs assessment

Appendix E Calendar checklist

Appendix F (1) Transition arrangements for school leavers

(Social Work) (2) Post school transition form

(3) Personal Care form (4) Guidance notes on forms

Appendix G Framework for transition/moving on planning

Contents


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1. Introduction

1.1 Scope of this guidance

This guidance outlines transition/moving on planning arrangements for pupils aged 14 years and over who

have additional support needs. Pupils likely to benefit from such planning include those for whom significant

support or special arrangements have been provided in school. It is expected that schools should convene

transition/moving on planning meetings for those pupils who have additional support needs and require

extra consideration or support post-school.

This guidance describes arrangements for transition/moving on planning (Section 3) and subsequent review

meetings (Section 4), designed to plan and co-ordinate provision between several agencies with the active

participation of the young person and his/her parents. The relevant legislation and associated circulars of

guidance are summarised in Appendix A.

1.2 Inter-agency co-operation

Fife Councils social strategy intends to maximise joint planning between relevant agencies in meeting the

needs of all young people. This circular refers to provision and services which are the responsibility of a

range of agencies and has been drawn up by a working group which is representative of such agencies.

Pupils who have a Co-ordinated Support Plan, and many of those who have an Integrated Support Plan,

will already have an inter-agency team involved with them. This team will, as part of their review and

planning cycle, consider issues relating to the pupils post school transition. A list of key agencies is given

in Appendix B.

1.3 Education authority and school duties

Under the Education (Additional Support for Learning) (Scotland) Act 2004 - the ASL Act - the education

authority has a number of duties in relation to transition planning. These include:

at least 12 months prior to the expected school leaving date, request, and take account of,

information and advice from appropriate agencies likely to make provision for the child or young

person when he/she leaves school

no later than 6 months before the child or young person is expected to leave school provide

information to whichever appropriate agency or agencies, as the authority think appropriate, may

be responsible for supporting the young person once he/she leaves school, if the childs parent or

young person themselves agrees.

These duties apply to all the children or young people who have additional support needs.

These are education authority duties. Individual schools are agents of the authority and are therefore

responsible for ensuring that the guidance and procedures are followed.


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2. Good practice in preparation for school leaving

2.1 School-level co-ordination

A named member of the school staff should be given responsibility for co-ordinating and timetabling

transition/moving on planning meetings and ensuring good practice in preparation. In mainstream

secondary schools, this should be co-ordinated through the school liaison group (or equivalent).

2.2 Cycle of planning

It is important that planning for transitions is an essential part of the cycle of planning and review in which

a pupil is involved. Personal Learning Plans, Integrated Support Plans, Co-ordinated Support Plans and

Person Centred Planning will all contribute to the transition from school to post-school. Good practice will

be to incorporate transition planning into the review cycle for the pupil.

2.3 Early information

It is good practice for schools at the earliest possible stage, to make parents and pupils aware of services

and entitlements for which they may be eligible at the post-school stage. This includes the Social Work

Service, Careers Scotland, voluntary agencies, benefits and allowances. This will most effectively be

achieved if a keyworker from within the school provides such information within informal consultations with

pupil/parents. The parent information leaflet Appendix C (i) will be helpful at this stage.

2.4 Open meetings

One way of providing early information is through annual open meetings for parents which offer an

opportunity for the school to outline the transition planning process, and to introduce key contributors such

as Careers Scotland, the Social Work Service and college staff in an informal way. Where there are a

number of pupils who have additional support needs, schools should make such open meetings available

each year to such pupils and their parents.

2.5 Leaflets for parents and pupils

The leaflet for parents/staff7was issued to schools on 10 October 2006 as part of a series on inclusion and

is attached as a pdf file. A model base for a pupil information leaflet is offered in Appendix C (ii) and is

available in electronic form, to be adapted and customised for local use.

C (i) Post school transition leaflet for parents

C (ii) Moving On leaflets for pupils

These leaflets should be made available routinely to parents and to pupils who have additional support

needs.

7Leaflet 7 in the Inclusion series.


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3. Transition/moving on planning assessment

3.1 Purpose of the transition/moving on planning assessment meeting

The outcomes from a transition/moving on planning meeting become part of the planning cycle at school

level. The school is responsible for making copies of the minuted outcomes available to pupil, parents and

relevant agencies in all cases.

The purpose of the meeting is to inform appropriate agencies and to seek and take account of their views

of the pupils needs and to co-ordinate and clarify future planning options, many of which will be outwith the

responsibility of the school. The programme for the latter period of the pupils school attendance should be

designed to best prepare the pupil for such future options and this may include some involvement in such

options.

The meeting should take place in the context of previous on-going networks of consultation, review and

planning between the young person, parents and relevant agencies. Individual agencies with no prior

knowledge will require an introductory summary of the pupils circumstances. Agencies should be invited to

attend only where they have a significant role in advising on future options. The meeting should be as small

in size and as informal as possible and should be pupil and parent centred. Encouragement should be given

to parents to contribute to the discussion.

It is important that the focus of the meeting should be primarily forward-looking and that it reviews the pupils

school performance in order to inform future planning.

3.2 Organising the transition/moving on planning assessment meeting

It is recommended that an initial transition meeting takes place around 18 months before the pupils

statutory leaving date. It is the schools responsibility to initiate this procedure and to notify Social Work

Services, Health Services and any other agencies, as appropriate, of pupils who are between 141/2 and

15 and who may require their services. Where it is likely that a pupil will stay on at school beyond their

statutory leaving date it is anticipated that continuing regular reviews will be held and fuller consideration

of transition issues should be deferred to a review no later than 12 months prior to the actual leaving date.

The school should notify parents, the Social Work Service, Health services and any other appropriate

agencies of a schedule of dates for meetings with maximum notice.

The ASL Act requires the education authority to seek and take account of advice from the appropriate

agencies no later than 12 months prior to the pupils expected leaving date. The Act also requires the

authority to pass on information to other agencies 6 months prior to transition.

When the school is uncertain about whether a particular support agency should be present at the meeting

it is good practice to consult with the agency at this stage, perhaps in relation to all pupils on the schedule.

A standard letter to give prior notice of the meeting to parents is offered in Appendix D.


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3.3 Joint Education/Social Work transition form

Schools have duties, in relation to the Education (Additional Support for Learning) (Scotland) Act 2004, to

seek and take account of the views, advice and information from Health, Social Work and other appropriate

agencies. They also have a duty, under the same act, to provide agencies with information to support the

consideration of post school provision for the young person.

A transition form has been designed to facilitate the sharing of relevant and purposeful information

between the Education and Social Work Services. Schools should complete the Post-School Transition

form (Appendix F(ii)) and, if appropriate, the Personal Care form (Appendix F(iii)). These forms should be

completed in consultation with the young person. Both forms and accompanying guidance notes are

available electronically.

3.4 Liaison with Adult Services (Social Work)

In the case of pupils who will present significant resource planning implications for the Adult Services, it will

be the responsibility of the social worker (Children and Families Team or Children with Disabilities Team) to

flag this up to the Adult Services Team.

3.5 Convening the meeting

The school will be responsible for convening and minuting the transition/moving on planning meeting.

Where a pupil has an ISP or a CSP it will be advantageous to combine the review with a transition/moving

on planning meeting.

Those invited to attend will include

parents

pupil

school staff,

* careers adviser

and the minimum necessary representation from the:

Children and Families Team

relevant further education provision

educational psychologist

community paediatrician (school doctor)

therapists

other relevant parties such as the Housing Service and Community Services


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3.6 Pupil participation

Best practice is achieved when the meeting is designed to be person centred. In order to be person centred

it is necessary to ensure that, as far as possible, the pupil contributes actively and meaningfully to the

meeting and feels that the resulting plan reflects what is important to them. This is best achieved when the

pupil has been prepared for the meeting by being involved in ongoing consultations.

The use of communication aids eg talking mats, photographs will support fuller participation for some pupils.

It may be considered in exceptional circumstances that it is not appropriate for a pupil with very complex

needs to attend the meeting. However, the pupils views, eg what they like/dislike etc should be considered

and the pupils parents/carers should remain at the centre of decision making.

3.7 Reports for the meeting

The school should provide a written report for the transition/moving on planning meeting. This report will be

based on previous meetings and planning, up to date school experience and assessment and views from

PCP meetings where these have taken place. Parents should be invited to contribute a written report if

they so wish.

Schools may consult with the community paediatrician (school doctor), relevant therapists, educational

psychologist and careers adviser, as appropriate, about individual pupils. In relevant cases (eg where

written advice based on their particular responsibility is required) the appropriate agency should provide

a written report. It is good practice for any written reports to be circulated in advance to participants.

3.8 A basis for a meeting agenda

The convenor of the meeting should consider the following issues in forming a basis for discussion:

review of pupils progress (reports from parents and others involved)

the proposed school programme for the latter period of the pupils compulsory school education

any appropriate contributions from other agencies during the pupils remaining period at school

where relevant, the opinion of the Social Work Service

possibilities for after the statutory school leaving date, including

continued attendance at school

further education and the possibility of bridge or link courses while still at school

open employment, vocational training or supported employment

Social Work Service provision


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3.9 Recommendations from the meeting

The school should forward to the pupil and parents the relevant documents outlining the recommendations

of the transition/moving on planning meeting (Appendix G). This document should detail recommendations

for future actions (before and after the pupil leaves school) and should identify who is responsible for taking

these forward. The educational psychologist will, on request, offer advice and support to school staff in

preparing this document. This document will normally serve as an action minute of the meeting; where there

is further information/discussion that would be helpful to note, this should be recorded in a separate minute

of the meeting. For all pupils, it is the responsibility of the schools senior management to ensure that

action points from the meeting are implemented.

The school is responsible for sending the recommendations from the transition/moving on planning meeting

directly to the pupil, parents, educational psychologist, and other agencies. (This is a statutory requirement

for a pupil who has a CSP). The Recommendations from the Transition/Moving On Planning Meeting

document (Appendix G) sets out a minimum specification for this document. The recommendations will

form part of the pupils individual educational planning and should be made available to college or training

providers.

3.10 Where parents could not attend

If parents are unable to attend the meeting, the school should offer another meeting. If this is not possible,

or if the parents do not wish to attend, then the meeting should go ahead and the school should inform

parents of its outcome. All agencies should then be individually available to parents for consultation on

request by school or parents.

3.11 Where consensus is not confirmed

Where there is not agreement on recommendations in the meeting, the minute should reflect the respective

views of participants; a copy of this minute should be forwarded by the school to the Head of Education.


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4. Review meetings

4.1 Timing of review meetings

After the transition/moving on planning meeting regular review meetings should be held as part of a cycle

of review and planning. A final meeting should be held no later than 2/3 months before the pupil is due to

leave school.

4.2 The purpose of the meeting

The purpose of the meeting will be to consider the following possible points:

outcome of/progress towards recommendations and actions from the transition planning

the likely requirement for providers (e.g. further education and/or Social Work Service and/or

Health Services) to make plans for appropriate future provision.

requirements for provision and support for the pupil

the provision of information for a Personal Learning and Support Plan if entering further education.

This would build on from the current school planning eg PLP, ISP, PCP, CSP

possibilities for after the statutory school leaving date

the provision of information which may be relevant to assessments for allowances

(eg Disabled Students Allowance) or special examination arrangements post-school. advice to the pupil and his/her family on benefits, grants etc

if the pupil has a CSP, its discontinuance.


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Appendix A Legislation and associated circulars of guidance

The legislative context is defined in two Acts:

1. The Further and Higher Education (Scotland) Act 1992places a duty on Boards of Management of

Further Education Colleges to respond to a request from the Education Authority to provide information

and advice on the provision available and relevant in relation to any child with additional support needs

that would be required after he/she reaches school leaving age.

Colleges of Further Education negotiate and agree a Personal Learning and Support Plan for all

students who have learning difficulties, (as defined in the Further and Higher Education (Scotland) Act

1992).

SOEID Circulars FE1/94 and 13/95 give advice to colleges of Further Education for Students with Learning Difficulties and highlight areas which are the responsibility of Local Authorities and Health

Boards.

Where complexities arise relating to resourcing, the headteacher or psychologist can seek clarification

from the Education Service (Education Support Officer).

2. The Education (Additional Support for Learning ) (Scotland) Act 2004.

This Act defines additional support needs and places a duty on the Education Authority to

establish procedures for identifying and meeting the needs of children and young people

with these needs. Other agencies eg NHS, Social Work have a duty to help education

meet these needs.

The Act also introduced the Co-ordinated Support Plan. This statutory planning mechanism allows

education to plan long term with colleagues from other agencies.

The Act and Regulations require an Education Authority to:

seek and take account of relevant advice and information from other appropriate agencies no later

than 12 months prior to a child, or young person, ceasing education.

(In practice this will mean around 18 months)

seek and take account of the views of the child, the childs parent or the young person

pass information to appropriate agencies not later than 6 months prior to a child or young person

leaving school.


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Appendix B List of key agencies:

1. Education Service Management:

Relevant Senior ManagerEducation Service

Rothesay House

Glenrothes

KY7 5PQ

Tel: 08451 55 55 55 Ext 444207

3. Community Paediatrician (school doctor)

Dr Z. Claise,

Associate Specialist,

Community Child Health,Carnegie Clinic,

Dunfermline KY12 8DP.

5. Education Support Officer

Education Service

Rothesay House

Glenrothes

KY7 5PQ

Tel: 08451 55 55 55 Ext 444224

2. Fife Council Psychological Service

Principal PsychologistAuchterderran Centre

Cardenden

KY5 0NE

Tel: 08451 55 55 55 Ext 442083

4. Social Work: Adult Services

Social Work Service

Fife House

North Street

csp template and guidance

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